Sunday Adegbenroa scholar and researcher at the University of Kansas, USA, recently gave a talk at the Digital Humanities (DH) Workshop and Conference, which took place on August 14 and 15, 2024. He spoke with JOHN SALAU on the importance of incorporating DH tools in teaching writing to students, especially in Nigerian universities. Adegbenro also highlighted how Nigeria can leverage the adoption of digital humanities tools to incorporate revised informal reasoning in strengthening the Nigerian educational ecosystem. Excerpts:
The Nigerian federal government is currently promoting a new basic education curriculum with a focus on AI: what is your opinion on this?
The federal government’s plan to incorporate AI into the basic education curriculum is commendable but raises concerns about whether the drafters truly understand the complexities of AI. AI involves advanced technologies such as machine learning and robotics that require significant investment in infrastructure and teacher training. Is Nigeria ready for it or do we risk another useless project? Although AI is the future, Nigeria still faces challenges such as school dropouts and inadequate resources. The government’s policy of providing student loans is a positive step but basic education must also be a priority. Efforts by the State Universal Basic Education Boards and the federal government must go beyond rhetoric to ensure real improvements. Without a solid foundation, the vision of a tech-savvy generation with AI skills could remain unfulfilled.
Do you think the Nigerian education system is ready for the introduction of AI in the teaching/learning process?
Before we introduce AI in the Nigerian education system, we must first address the problem of unreliable power supply. Without reliable power supply, integrating AI is not practical and risks repeating the current situation where students learn technical subjects from diagrams rather than through hands-on experience. AI in education holds promise, but our readiness is questionable. Many schools lack the technological infrastructure required for AI and the digital divide remains a significant challenge. Educators also need to be trained in both AI tools and innovative teaching methods. For AI to be effective, we need to invest holistically in education, focusing on relevant and practical curricula that emphasize problem-solving and critical thinking. A phased, well-planned approach is essential to ensure that the potential benefits of AI are fully realized without repeating mistakes of the past.
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You recently gave a talk at the Digital Humanities Workshop and Conference. Tell us more about the talk?
A key focus of the presentation was the concept of empowering students to become responsible digital citizens; individuals who use their academic skills to contribute positively to online discourse and thereby bring about social change. I argued that by teaching informal argumentation using DH tools, educators can help students become more active and informed participants in Nigeria’s digital public sphere. Incorporating DH tools into our teaching means more than just keeping up with technological advancements. It also means inspiring our students to engage in online discussions that promote understanding, respect, and responsible citizenship. This is in line with the National Universities Commission’s (NUC) intention to make the teaching of Digital Humanities compulsory in all Nigerian universities, where Nigerian students are not just consumers of digital content but also critical and informed participants in digital discourse. As the academic year fast approaches, the need for educators who can teach courses in Digital Humanities is becoming more urgent; therefore, my research serves as both an inspiration and a practical guide on how this can be achieved, thereby helping to ensure that Nigeria remains at the forefront of educational innovation in Africa and beyond.
Can you explain the term Digital Humanities to us?
Digital humanities is not just about developing or applying digital technology tools to education; it is also about fostering a culture of responsible and informed discourse, because traditional essay courses, which often emphasize formal academic writing, do not prepare students for the informal argumentative landscapes of social media and online discussion spaces where many of Nigeria’s ethnic tensions are exacerbated. My research focuses on how DH tools can be integrated into writing courses to teach students to critically engage with digital content and master the complexities of online discourse. I have shown audiences the invaluable benefits of using digital tools such as text analysis software, digital archives, and interactive databases to deconstruct and understand the types of rhetoric used in online arguments, particularly public texts and academic conversations. This practical approach makes argumentation not only more accessible but also more relevant to the types of communication students face in their academic, professional, and civic lives.
How can we as researchers achieve effective integration of digital humanities into writing instruction?
Integrating Digital Humanities (DH) into writing instruction requires curriculum redesign to include DH tools that encourage critical engagement with digital texts. For example, text analysis software can help students deconstruct content, understand rhetorical strategies, and build their own arguments online. Educators need to be trained in DH methods to encourage responsible digital discourse. Furthermore, community projects using DH tools can link learning to real-world problems, making lessons more interactive and relevant. In Nigeria, this integration must also consider local digital realities and ensure that students develop both technical skills and critical awareness for meaningful digital citizenship. As Nigeria navigates the complexities of the digital age, integrating Digital Humanities (DH) into writing instruction is an invaluable and powerful tool to inspire the next generation of users of various digital platforms and produce informed leaders who can save the country.
How do you assess the growing influence of digital platforms on the education sector?
Nigerian students need to be prepared for the challenges of the digital age by equipping them with the skills to critically engage with digital content. The growing dominance of digital platforms in shaping public discourse, where informal argumentation such as that found on social media, blogs and online articles plays a significant role. However, traditional essay courses are often insufficient to prepare students to navigate these digital landscapes. However, integrating DH tools into writing instruction can equip students with the critical skills they need to responsibly navigate and shape the digital world. It must also be noted that the rise of social media and other online platforms has increased ethnic tensions in Nigeria, making it imperative for educators to equip students with the skills to engage in responsible and constructive online argumentation that can enable an equitable future.
Finally, how would you describe the digital future of Nigerian internet users?
The digital future of Nigerian internet users holds great potential but also serious risks, particularly due to dangerous trends such as harmful skits that trivialise serious issues. A recent example is the woman who ripped up her husband’s Nigerian passport at the airport and later claimed it was a skit. Such acts disguised as entertainment threaten to undermine social values and encourage unhealthy behaviour. To protect our society, it is vital that we promote digital literacy, enforce stricter content regulations and guide young internet users towards responsible digital citizenship to ensure that our digital future encourages positive, constructive engagement. In Nigeria, this integration is key to making learning more interactive and relevant, connecting the past and the present, and fostering a digitally literate and historically informed generation.
